My Storyboard
Texto del Guión Gráfico
- Source:Textbook,Literacy Assessment and Intervention
- 6.2 StoryboardBy: Staci
- MotivationIn the whole group lesson, I offered my students a choice between two reading materials (page 21). This is one of the factors that can contribute to helping students be motivated. It worked! A-ha moment...they were so excited!After reading page 21, I realized that my lessons were geared toward mastery orientation. In my small group, the expectation was to do YOUR personal best. This came to life, when I observed the students praising each other for doing a good job, not necessarily "the best" job.
- Teacher
- Literacy SKILLSThis area continues to be something I need to work on. My lesson was done in Kindergarten. Like the text mentioned (page 23), the children come in to school on so many different skill levels. Some can already read, while others have literally never opened a book. This continues to challenge me in whole group reading lessons. Differentiation is necessary so that all students are engaged, and also to avoid some being "lost" and others being bored (with neither group learning much). While this lesson went well, I have taught others that need improvement.
- Student
- Reader and Task ConsiderationsWhen completing my small group lesson, I learned that it is very important to keep the text we were reading short, in order for my students to have plenty of time to write (page 28). I considered this when I planned, however, putting this into place was much different "in action" than it was when I created the lesson. It most definitely came to life.
- Text
- In my small group writing lesson, I enjoyed watching the students work together to figure things out and problem solve. They had a chance to read a sentence together, figure out words they were "stuck" on, and then discuss what to do with the sentence afterward. (They were working on capitalizing the first letter of a sentence.)
- I think this one goes in the correct!
- Context
- Me too! Because the first letter is capitalized!
- I believe that we spent a good majority of my whole group lesson reading. I read a book aloud to my students and they also listened to an audio book. We also read posters/slides defining vocabulary.50% of the day spent reading sounds like a lot(page 29),but when you consider all of the different ways to read (aloud, partners, digitally, independently, smallgroup, etc.) and all of the different kinds of texts we can read, it makes perfect sense. The more we read, the better we get!
- Task
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